元认知策略训练与大学英语教学模式研究

目前,元认知策略逐渐受到了学术界和语言学家的关注,在大学英语的教学中结合元认知理论,将对英语这门外语学科的教学产生积极影响。以元认知理论为框架设计大学英语的教学方式,采取报告、网络、讲座、记录学习心得、学生换角色当老师授课等多种方法来端正学生的学习态度,改变学习观念,提高英语水平。本文将详细阐述元认知策略以及与它相关的大学英语教学模式。     

Use of Exam Wrappers to Enhance Students’ Metacognitive Skills in a Large Introductory Food Science and Human Nutrition Course

Research shows that students struggle to develop higher order thinking skills and effective study strategies during the transition from high school to college. Therefore, in addition to teaching course content, effective instructors should assist students in developing metacognitive skills, that is, the practice of thinking about their thinking. An effective assignment that assists students in thinking about their exam performance is the exam wrapper. The objectives of this study were to examine students’ metacognitive skills, evaluate the correlation between study behaviors and student performance, and assess student perception of exam wrappers. Exam wrapper assignments were offered as extra credit after the first 3 exams in a large introductory Food Science and Human Nutrition course, and student responses and exam performance were analyzed. Many students with poor exam performance overestimated their exam scores, indicating students’ self‐assessment skills could be sharpened. However, students demonstrated the ability to make and implement goals to improve study strategies throughout the semester. A modest relationship between use of study strategies and improved exam performance was observed, particularly for students with a B exam average, suggesting that students in the middle of the grade distribution may benefit most from this type of intervention. Finally, most students expressed a belief that exam wrappers helped them improve their study habits and exam scores, and that they planned to use the exam wrapper process in future classes. In summary, this study shows that the exam wrapper is a valued and effective postexam reflection tool for improving students’ self‐reported study habits.     

元认知理论与英语口语学习

文章讨论了元认知的内涵及其在英语学习中的作用,分析了元认知思维在英语口语学习中的运用,并指出英语口语学习如何更有效地运用于学生的元认知思维是一个重要的研究课题.     

元认知能力的培养是教师发展的必由之路

元认知是指个体对自己认知过程的监测和调控,是对于个体认知活动的自我意识、自我监控和自我调整。教师只有不断对教学活动进行自我反思、自我监控和调节,才能提高自身能力,这个过程从本质上说是一种元认知的过程。元认知策略已经成为提高教师教学及自身能力的重要内容。因此,教师的元认知能力的培养是教师发展的必由之路。     

创业者如何培养认知适应能力？——基于复杂性视角的案例研究

“物竞天择，适者生存”，在百年不遇的大变局背景下，培养创业者的适应能力是促进新创企业生存和发展，提升创业质量的重要途径。因此，本文围绕创业者认知适应能力这一核心概念，通过对6位创业者的半结构化访谈，基于复杂适应系统理论，揭示了认知适应能力各维度在创业情境下的具体内涵、自我发展机制和相互影响过程。案例分析发现，认知适应能力的培养是一个复杂的动态过程，其各个维度在自我进化的同时相互影响，共同提升创业者的认知适应能力。本文拓展了认知适应能力形成机制的框架，更为细致地回答了创业者如何培养认知适应能力这一关键问题，弥补了现有理论的不足。同时，通过关注微观复杂适应系统的内部逻辑，从个体认知层面丰富了创业微观基础研究的理论成果，推动了复杂适应系统理论在微观研究领域的应用，对于解释更高层次的企业行为发挥了奠基性作用。此外，研究结论也可以为创业者和创业教育工作者提供实践指导。